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12 Didaktik Deutsch 34/2013

Abstract

Current research on the competence structure of orthography and its development leaves several questions unanswered. This field of research therefore requires repre- sentative and longitudinal studies in order to explore if and in what way orthography competence structures change in the course of the competence development. The Na- tional Educational Panel Study (NEPS) aims at filling this gap for secondary school.

In this paper we are going to introduce first results from explorative analyses concern- ing the development of orthography test results based on data from NEPS develop- mental studies from grade five to seven. The analyses aim at taking a differential look at the competence development as well as exploring the difficulty of test items. The tests are based on a theoretical competence model identified within an add-on PIRLS study on orthography. The model will be introduced and compared to current re- search. Thereafter we are going to describe the test development. From the results of our analyses, we derive hypotheses for further research and again, integrate the results into current research.

Zusammenfassung

Der Forschungsstand zu Struktur und Entwicklung der Rechtschreibkompetenz lässt bislang viele Fragen offen. Erst repräsentative Längsschnittstudien können empirisch abgesicherte Antworten auf die Fragen liefern, ob, und wenn ja, wie sich Kompetenz- strukturen im Verlauf der Lernentwicklung ändern. Dieses Ziel verfolgt die NEPS- Studie (National Educational Panel Study) für die Sekundarstufe I. Wir stellen erste Befunde aus explorativen Analysen zum Entwicklungsverlauf der Rechtschreibleis- tung auf Datenbasis von NEPS-Entwicklungsstudien in den Klassenstufen fünf bis sieben vor. Die Analysen zielen darauf, die Lernentwicklung differentiell zu untersu- chen und schwierigkeitsbestimmende Merkmale von Items zu identifizieren. Die ein- gesetzten Tests gründen auf einem theoretischen Kompetenzmodell, das in der IGLU- Ergänzungsstudie Orthographie gewonnen wurde. Nach einer Vorstellung des Mo- dells und seiner Einordnung in den fachdidaktischen Forschungskontext wird die Test- entwicklung beschrieben. Aus den Auswertungsbefunden werden Hypothesen für eine weiterführende Forschung abgeleitet und im Forschungsstand verortet.

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